Reflection: Complex Tasks Pets, Pets and More Pets - Section 4: Graphing and Using the Data

For some students, determining the correct operation when faced with a math problem is a large part of the problem. Students can complete the problem if they are told to add or subtract, but if they are not told, they say, "should I add or subtract?" I want students to become thinkers on their own. I want them to be able to look at the problem and say, "do I want an answer that is bigger or smaller than what I started with or am I trying to see how much bigger one is than the other?" These questions help students to figure out what they need to do.

It is not important to always use larger numbers with students. In fact, giving them smaller numbers but letting them figure out what to do is better in a way because then students can almost see the relationships they need to get, and can work backward to decide what operation to use.

Help students learn to reason by giving them numbers that almost seem obvious, and then let them explain their thinking.

Deciding What to Do
Complex Tasks: Deciding What to Do

Pets, Pets and More Pets

Unit 8: Numbers Have Patterns
Lesson 9 of 14

Big Idea: Students love to talk about pets and in this lesson they can share how many pets they have.

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55 minutes

Beth McKenna

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